Evaluation results

1. Potential for Impact: Imagine this solution had near perfect implementation. To what extent would this solution bring about a culture of innovation within a school or classroom?

A lot! This solution would greatly bring about a culture of innovation in schools or classrooms. - 0%

Somewhat. This solution would somewhat bring about a culture of innovation in schools or classrooms. - 50%

Not much. This solution might help with other things, but I don't see it really bringing about a culture of innovation within schools or classrooms. - 50%

2. Feasibility and Fit: To what extent do you agree or disagree with the following statement: If this solution were available to me right now, I would be able to use it with relatively low investment. (i.e. money, time, or skills).

Strongly disagree (this solution would take a big lift in resources to pull off). - 0%

3. Adaptability: I could imagine this solution working well in a variety of school and classroom contexts across a diverse set of needs.

Absolutely! I could see this working for a variety of schools and classrooms with different or unique needs. - 0%

Somewhat. I could see this working for many schools and classrooms, but it might need some adjusting to fit a broad diversity of contexts. - 0%

Not a lot. This seems like it might be better suited to only a few contexts. - 100%

4. Scalability: To what extent do you agree or disagree with the following statement: This idea could be adopted by an ever-growing number of teachers or students without requiring significant changes.

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Hi Tom, thanks for the comment. I'm underwater getting ready for school and haven't been in here much. Some quick thoughts in response.

First, I've seen clocks used in a variety of similarly-creative ways at other schools, strikes me as a somewhat whimsical approach that's right for some classes/teachers and not so much for others. It fit in my case; the space was right, the look was right, the vibe was right, and it worked. Others? Maybe not so much.

A colleague in another school (Rafranz Davis, HS Algebra I believe) has something called a "Wonder Shelf" in her room onto which she places different objects to spark discussion, analysis and ... wonder. :) I need to speak with her to get more of a sense for what this looks like, but, I am already pondering how to incorporate a Wonder Shelf into my new space (since I am no longer in the room with Crazy Clocks, which is elementary, as I now teach Middle School.)

A larger general framework is a great way forward. The idea for the clocks came from an architect friend whom I deeply respect. Not everyone has such a friend. Surely they have other influences in their lives. But how to connect people in such a way as to foster brainstorming and sharing?

A 'clearinghouse' of ideas, organized in a Pinterest-like visual way, with tags and titles to help clarify and group them?

A 'design blog' with brief posts (comments, really) written by great designers, particularly school designers, identifying effective, fun and unusual classroom features that spark innovation, conversation and wonder?

A 'think like a designer' series where aforementioned designers help us lay folk understand the design process from a creativity standpoint, how it's important to come at the conversation from the perspective of the end-user (in this case, students)?

I dunno. Blogs can be ... meh. Now, make something like this into an APP, and it'd take off like a rocket, I bet.

What do you think?

I'm headed back down the rabbit hole getting my classroom ready and may not see the light of day for ... a while. Your message caught me at just the right time, in between tasks. I love this place and what it stands for, and am feeling guilty for not participating more. But crunch time is crunch time, and, I've gotta bounce. Happy to continue the conversation - just not sure when that'll be. :)

It is full of things that inspire me in one way or another and an early in the year activity is students exploring it, looking at the items, making hypotheses about why I've included it, and then a conversation where I clarify and give them some insight into me.

Over the year, I encourage them to add items that inspire them and that they feel comfortable leaving in the class. (Haven't lost an item yet!) We build a stronger sense of community around those items. And when it's time for new design challenges and projects, we go to the shelves for discovery phase -- get ideas, see how these items might inform a product, solution, or way of demonstrating understanding.

This year's shelf includes, amongst other things:* Wired Magazine* A collage of my daughter at age 3 screaming her face off and laughing her neck off* A postcard from West Virginia entitled "Seldom Scene Coal Mine" (I've claimed that name for yet another unrealized indie band I'm going to start.) * How to Draw Comics the Marvel Way* Maus I & II by Spiegelman* ESPN the Magazine feat. Rob Gronkowski* A key collage* Star Wars LEGO* A hunting book from 1967 entitled "A Sporting Chance: Unusual Methods of Hunting"* A Contract with God by Eisner* a menu from a hip gastropub in Bridgton, ME * Steven Johnson's "Everything Bad Is Good for You"* a page of doodles from one of my favorite student artists ever

I cannot wait to see what this year brings.

I'm also wondering what sort of framework we could provide teachers who want to try this out? What are the essential elements of an inspiration shelf? What are the essential elements of a "crazy clock" wall or a wall to engage/inspire?